Moodle as Trojan Horse

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Presentation on the introduction of Moodle at Massey University

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Moodle as Trojan Horse

  1. 1. Learning & Educational Technologies Moodle as a Trojan Horse: The Politics of LMS Selection Moodle Moot Conference Edmonton Associate Professor Mark Brown & Gordon Suddaby April 2009
  2. 2. Some Eggo-centric Information… • Director of Distance Education • Apple Distinguished Educator • Recipient of National Award for Sustained Excellence in Tertiary Teaching • Editor of the journal Computers in New Zealand Schools • Member of the Mahara ePortfolio International Development Committee • Member of the Open Source Formative Assessment Tool (FAT) Project Committee Mark “e” Brown [email_address]
  3. 3. http://akoaotearoa.ac.nz/projects FAT
  4. 4. Massey University Palmerston North <ul><ul><li>Auckland </li></ul></ul><ul><ul><li>Wellington </li></ul></ul>Extramural International • Multi-campus (18,000 students) • Major Distance Education Provider (16,500 students) • Almost 50 Years of Distance Delivery http://www.massey.ac.nz
  5. 5. Massey University Palmerston North <ul><ul><li>Auckland </li></ul></ul><ul><ul><li>Wellington </li></ul></ul>Extramural International • Multi-campus (18,000 students) • Major Distance Education Provider (16,500 students) • Almost 50 Years of Distance Delivery http://www.massey.ac.nz
  6. 6. Moodle as a Trojan Horse • Background • Taking the Strategic Lead • Investing in the Digital Future • The Key Questions to Answer Outline:
  7. 7. Central Message The selection of a replacement Learning Management System (LMS) is a key strategic decision about the future direction of your institution that requires high level engagement and political cunning .
  8. 8. Central Message Future Taker The selection of a replacement Learning Management System (LMS) is a key strategic decision about the future direction of your institution that requires high level engagement and political cunning .
  9. 9. Central Message Future Maker Future Taker The selection of a replacement Learning Management System (LMS) is a key strategic decision about the future direction of your institution that requires high level engagement and political cunning .
  10. 10. Background
  11. 11. • Early adopters since late 1980’s • WebCT implemented in 1998 • Exponential uptake of WebCT • 2200+ online courses in 2008 • Reputation for leading the way… Background
  12. 12. March 2008 Yet to be truly embedded Background
  13. 13. March 2008 The exception rather than norm Background
  14. 14. At the crossroads Background
  15. 15. Background • Patchy Uptake • Additive Model • Obsolete LMS • Just a Technical System • Not Aligned with Strategic Vision The truth:
  16. 16. Questions
  17. 17. Taking the Strategic Lead • New Funding Model • Investment Plan - 2007 • Nine Strategic Priorities • Improved educational outcomes for learners from strengthening Massey University’s elearning capability • Improved educational success for learners from the continuous improvement of Massey’s university-level distance education provision • Replacement of WebCT was top priority
  18. 18. <ul><ul><ul><ul><li>New initiatives must align and be consistent with the Massey University’s key priorities. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>The selection of a new electronic toolset is a critical strategic decision about the future direction of Massey University. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>A new core electronic toolset is required to support Massey University’s aspirations to be the leader in Australasia in the design of elearning, flexible delivery and leading-edge distance education. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>New initiatives in elearning, flexible delivery and distance education must support and be consistent with the concept of a one-university identity. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>A new electronic toolset must enhance the ‘Massey experience’ and more specifically student retention and learning outcomes. </li></ul></ul></ul></ul>Guiding Principles: Taking the Strategic Lead
  19. 19. <ul><ul><ul><ul><li>A blended and more flexible learning environment is essential to meet the unique needs of all Massey students with a particular emphasis on distance learners. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>The new electronic toolset must work and there must be adequate technical support and infrastructure to ensure that the toolset is stable for widespread implementation. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>The success will rely heavily on appropriate training and professional development to ensure a high level of pedagogical uptake by academic staff and students. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>New initiatives must support Massey University in building a stronger network of provision with other education providers and key stakeholders, including Māori and Pasifika students. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>10. The selection must be driven by contemporary theory and research and related pedagogical criteria aimed at enhancing the quality of teaching and learning at Massey University. </li></ul></ul></ul></ul>Taking the Strategic Lead
  20. 20. <ul><li>1. Communities of Inquiry </li></ul><ul><li>Learning is a social experience where generative knowledge is embedded within and distributed across communities of practice. </li></ul><ul><li>2. Learning-centeredness </li></ul><ul><li>The focus is on ‘learning’ where different instructional designs can be employed to support the needs and experiences, and pre-existing knowledge of the learner. </li></ul><ul><li>3. Interactive </li></ul><ul><li>Deep and durable learning occurs when there is regular and structured interactivity with blended content and fellow students. </li></ul>Pedagogical Criteria: Taking the Strategic Lead
  21. 21. <ul><li>4. Collaboration </li></ul><ul><li>Active and meaningful learning is promoted by collaboration and a strong sense of social presence between students and the teacher. </li></ul><ul><li>5. Personalisation </li></ul><ul><li>Teaching needs to be responsive to individual needs and the learner must be able to customise the learning experience to their unique requirements. </li></ul><ul><li>6. Rich Tasks </li></ul><ul><li>Understanding is enhanced by rich tasks and productive pedagogies that engage students in critical reflection within authentic contexts. </li></ul><ul><li>7. Flexible Learning </li></ul><ul><li>Learning designs need to support adaptive and flexible learning spaces where students can learn anytime, anywhere and anyplace. </li></ul>Taking the Strategic Lead
  22. 22. <ul><li>8. Assessment for Learning </li></ul><ul><li>Learning activities must promote feedback and feed-forward assessment, which helps students to reflect on and improve their learning outcomes. </li></ul><ul><li>9. Diverse Learners </li></ul><ul><li>Learning designs need to respect the diverse needs of learners and support learning in socially and culturally appropriate contexts. </li></ul><ul><li>10. Innovation and Excellence </li></ul><ul><li>Effective teaching occurs in a culture of innovation where teachers are encouraged to continually push boundaries and strive for excellence. </li></ul>Taking the Strategic Lead
  23. 23. <ul><ul><ul><li>Allows a customised Massey skin or look and feel. </li></ul></ul></ul><ul><ul><ul><li>Offers a standardised interface with a set of default core tools. </li></ul></ul></ul><ul><ul><ul><li>Integrates with existing systems and enables electronic assignment submission. </li></ul></ul></ul><ul><ul><ul><li>Supports contemporary model(s) of learning design. </li></ul></ul></ul><ul><ul><ul><li>Allows the seamless integration of static and dynamic content. </li></ul></ul></ul><ul><ul><ul><li>Offers the latest social networking tools to promote collaboration. </li></ul></ul></ul><ul><ul><ul><li>Supports a robust system of quality assurance for electronic content. </li></ul></ul></ul><ul><ul><ul><li>Supports Te Reo Māori and Pasifika initiatives. </li></ul></ul></ul><ul><ul><ul><li>Integrates with an ePortfolio system to support life-long learning. </li></ul></ul></ul><ul><ul><ul><li>Supports additional ‘plug-ins’ and a ‘mash-up’ environment. </li></ul></ul></ul><ul><ul><ul><li>Is locally supported and proven solution used by other institutions. </li></ul></ul></ul>Institutional Requirements: Taking the Strategic Lead
  24. 24. • Involved a multi-pronged approach • LMS News Website • Moodle Pilot in BEd (Tchg) Programme • Feedback from LMS User Groups • Review of literature and confidential business cases • Establishment of Pedagogical Reference Group • Establishment of LMS Project Board • Endorsement from Academic Board • Endorsement from Vice Chancellor’s Executive Committee Taking the Strategic Lead Selection Process:
  25. 25. <ul><ul><ul><li>Strategic fit with a blended and flexible learning environment which supports communities of learners. </li></ul></ul></ul><ul><ul><ul><li>Provided a consistent style and institutional branding across all courses and programmes. </li></ul></ul></ul><ul><ul><ul><li>Offered a flat learning design that helped to blend static and dynamic content. </li></ul></ul></ul><ul><ul><ul><li>Allowed a default environment with a set of core etools with the opportunity to add custom tools as required. </li></ul></ul></ul><ul><ul><ul><li>Supports Te Reo Måo r i and other Pasifika languages. </li></ul></ul></ul><ul><ul><ul><li>Strong local community and used by some of the world’s leading institutions and large multi-nationals. </li></ul></ul></ul><ul><ul><ul><li>Supported the University’s aspirations for international delivery. </li></ul></ul></ul>Why Moodle… Taking the Strategic Lead
  26. 26. Questions
  27. 27. Investing in the Digital Future
  28. 28. Investing in the Digital Future Developing the Business Case…
  29. 29. <ul><ul><ul><li>• To respond to the challenge of the so-called Google Generation; </li></ul></ul></ul><ul><ul><ul><li>• To enhance the quality of teaching and level of student engagement to help maintain Massey’s pre-eminent status as a distance education provider; </li></ul></ul></ul><ul><ul><ul><li>• To provide a contemporary student learning experience relevant to the requirements and new demands of the Knowledge Society. </li></ul></ul></ul>Investing in the Digital Future Developing the Business Case…
  30. 30. • 10 Action Points • Action Point 1: Adoption of Moodle • Budget required $5 million over 3 years • Four iterations of the Business Case before approval Investing in the Digital Future Business Case involved…
  31. 31. • Hybrid model • Phrased approached • Expanded Core eToolset • College Development Plans • Emphasis on whole programmes/major/units • Embedded pedagogical support in Colleges • Colleges and central services working together • Provides additional learner support • Invests in IT infrastructure • Defined Layers of eTools Investing in the Digital Future Key features…
  32. 32. uOpen Free Open Educational Resources Open Layer Digital layers… Limited Support Investing in our Digital Future
  33. 33. uOpen Free Open Educational Resources Open Layer Stream (Moodle, Mahara, eXe, Connect, Wimba, Turnitin, SBL-Interactive, etc) Core Layer Limited Support Full Support Digital layers… Investing in the Digital Future
  34. 34. Investing in the Digital Future
  35. 35. uOpen Free Open Educational Resources Open Layer Stream (Moodle, Mahara, eXe, Connect, Wimba, Turnitin, SBL-Interactive, etc) Core Layer Custom Tools (EndNote, MediaSite, Video Conferencing, etc) Custom Layer Limited Support Full Support Digital layers… Limited Support Investing in the Digital Future
  36. 36. uOpen Free Open Educational Resources Open Layer Stream (Moodle, Mahara, eXe, Connect, Wimba, Turnitin, SBL-Interactive, etc) Core Layer Custom Tools (EndNote, MediaSite, Video Conferencing, etc) Custom Layer Edge Tools (Delicious, Skype, YouTube, Twitter, etc) Edge Layer Limited Support Full Support Limited Support No Support Digital layers… Investing in the Digital Future
  37. 37. Investing in the Digital Future Formal Project Board…
  38. 38. New Vice Chancellor… Investing in the Digital Future • Minister of Education • Number 3 ranked in cabinet • Local member of parliament • Previous staff member - 20 years ago
  39. 39. The Road to 2020 Strategy… “ Commits Massey to providing an exceptional and distinctive learning experience for all learners.” Investing in the Digital Future
  40. 40. To build a new o p en and blended learning environment providing a flexible, collaborative, interactive and personalised student learning experience. Vision Investing in the Digital Future
  41. 41. Investing in the Digital Future
  42. 42. Questions
  43. 43. The Key Questions to Answer
  44. 44. The questions… The Key Questions to Answer
  45. 45. The questions… • Is the timeline realistic? • How it will be phased in? • What are the workload implications? • Is there enough money for staff support? • Is there sufficient time to teach the teachers? • Have we addressed the pedagogical challenges? • Have we defined the new media technical roles? • Is the 8% NPV (depreciation) rate accurate? The Key Questions to Answer
  46. 46. The Key Questions to Answer
  47. 47. Strategy… <ul><ul><ul><li>Do we know enough? </li></ul></ul></ul><ul><ul><ul><li>In today’s rapidly changing digital world is the senior leadership team adequately informed and equipped to set the strategic direction? </li></ul></ul></ul>The Key Questions to Answer
  48. 48. Decision Making… <ul><ul><ul><li>How do you manage the politics? </li></ul></ul></ul><ul><ul><ul><li>What is the right balance between the competing and coexisting pedagogical, technical and student focused interest groups? </li></ul></ul></ul>The Key Questions to Answer
  49. 49. Structure… <ul><ul><ul><li>Whose interests do the current structures serve? </li></ul></ul></ul><ul><ul><ul><li>Where are the tensions and pressure points in our structures and what can we do about them? </li></ul></ul></ul>The Key Questions to Answer
  50. 50. Resourcing… <ul><ul><ul><li>What is the cost of doing nothing? </li></ul></ul></ul><ul><ul><ul><li>Can we afford to do nothing? Do we have a choice? </li></ul></ul></ul>The Key Questions to Answer
  51. 51. Selecting Technologies… <ul><ul><ul><li>Does this technology support the type of pedagogy we want to promote? </li></ul></ul></ul><ul><ul><ul><li>Do we know what type of learning experience we want to offer our students? </li></ul></ul></ul>The Key Questions to Answer
  52. 52. <ul><li>Policy and governance </li></ul><ul><li>Planning and quality improvement </li></ul><ul><li>E-infrastructure </li></ul><ul><li>Pedagogical application </li></ul><ul><li>Staff professional development </li></ul><ul><li>Staff support </li></ul><ul><li>Student training for effective use </li></ul><ul><li>Student support </li></ul>ACODE Benchmarks… The Key Questions to Answer http://www.acode.edu.au/
  53. 53. “ Not everything that can be counted counts, not everything that counts can be counted” Albert Einstein The Key Questions to Answer
  54. 54. Conclusion
  55. 55. Conclusion Moodle can help to create a vibrant digital learning culture. However, it can also be used to entrench 1960s style education on 21st century networks.
  56. 56. Conclusion “ All education springs from images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach” (Toffler, 1974).
  57. 57. A Final Word of Caution
  58. 58. Questions

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